Sara Outcome based etc, Pedagogies appropriate to group
Discussion: Explain time, space and pedagogical constraints. tension between expectations and best practice, Purpose of modules - supplementary rather than substitute for face to face Point of need instruction Curricular inteegration: Make sure outcomes support Tier I outcomes and also information literacy outcomes. this has to be uniform. Need for collboration Setting a precedent for last minute scheduling
Topics addressed: working with faculty, teachable moments, need to be flexible and adaptable referral to subject specialist
Focus: always keep student needs at the forefront What would help raise information literacy levels? What would detract? Think from the perspective of: distance students, nonusers, first year students, first-generation students, those who may not know “lingo,” basic questions at desk, etc. Need to develop relationships across library departments, with web designers and deciders Negotiation: Infolit does not just occur within our department. It is our assignment. Advocacy role - recognizing the diversity of users of our site. Who do you design for? How do you define your users?
Emphasize: Help focus on outcomes and what they want the students to really get out of class Focus on inquiry – what are the questions that students will need resources to pursue? Partnership with other librarians Have toolkit of possible practical resources and strategies, observations Staff development, we want to be a resource for them - again, collaboration We need to make sure that we are up on our own prof dev in order to help others
Librarian? Teacher? Navigator? Information Literacy, Library Instruction, and the Changing Role of Librarian Stephanie Perentesis, Library Instruction Coordinator Sara Miller, Assistant Library Instruction Coordinator Michelle Allen, Instruction Librarian Benjamin Oberdick, Instruction Librarian
8:00 AM It’s the first week of class, and an instructor calls you with the following request: “ I need a library session for my 50 first-year writing students tomorrow morning. They need to learn how to search JSTOR, search the catalog, find primary sources, and do MLA citations. They also need to get a basic orientation to the library. We have half an hour.” What would you do?
Give pointers for the instructor to do his or her own session
Direct instructor to library instruction request form online
Offer to work with the instructor to create an alternate plan
Give instructor a link to online tutorials
Clear your schedule and do the session
10:00 AM You’re working reference, and a student asks where she can find the print journals for sports medicine. You ask if she’s looking for a specific article, and she tells you that her assignment requires her to have a print copy of any recent journal article on sports science, and she’s “not allowed to use the Internet.” All the sports science journals are received electronically – and have been so for the past 6 years. Her assignment is due tomorrow. What would you do?
Try looking at the assignment to confirm what the instructor actually wants
Explain that a PDF article is the same as print
Tell the student that there's no way to complete the assignment as written without talking to the professor
2:00 PM You’re at a library-wide meeting about proposed changes to the library’s home page. You're concerned because, according to your observations of students’ information-seeking behavior, the changes seem like they will create confusion among users. What would you do?